Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs Through Enhanced Communication

Abed, Mohaned G.; Shackelford, Todd K.

doi:10.1080/1034912x.2021.1892034

Cited by 2 publications

(1 citation statement)

References 55 publications

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“…Their higher level of frustration, rate of misunderstanding, and inability to access the curriculum could result in subsequent aggressive behaviour. It has been suggested that to successfully incorporate students with SLCN into mainstream schools, all three stakeholders: children, parents, and teachers must be acknowledged and considered (Gwynn, 2004;Hess et al, 2006;Abed & Shackelford, 2021). Peers' acceptance is another factor that impacts the success of special needs children in inclusive schools.…”

Section: Speech and Hearing Disordersmentioning

confidence: 99%

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Chaudhury¹,

Arju²

2021

JIML

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An ideal classroom must ensure active students' participation, participative teaching methodologies, the use of technological resources, and teachers’ positive attitudes towards disability. The National Education Policy 2010 attempted to address inclusive education and the implementation strategies of inclusion into the country’s existing education system. Children with specific speech-language and communication needs (SLCN) are frequently placed in mainstream schools with varying degrees of support yet little or almost no attention is paid to the children’s actual problems and their personal educational needs. Bangladesh is still considered a country where speech-language pathology services are not provided within schools, and many of the children's needs are not deemed to be severe enough to access other educational funding or support services. In this study, the authors explored some of the difficulties children with speechlanguage and communication needs face when learning language and interacting with peers in a classroom setting. The research applied a qualitative research method to investigate the learning and schooling experiences of the sample of children. Interviews were conducted with 36 participants including 10 selected children, their parents, and teachers to highlight the challenges of these children in school and the challenges and frustrations the families and teachers faced. An inductive reflective thematic analysis of the data identified sympathetic attitudes of the teachers and peers, equal opportunities for performance in the classroom discussions, guidance from trained teachers and language therapists, and most importantly the introduction of a personal improvement plan are all needed to create a positive environment for students with SLCN to participate in classroom interaction.

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Section: Speech and Hearing Disordersmentioning

confidence: 99%

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Chaudhury¹,

Arju²

2021

JIML

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Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices

Almakrob,

Alduais,

et al. 2024

Euro J of Education

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Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to analyse the prevalence and characteristics of neurodiversity practices in Saudi Arabia, using inclusive education, mainstreaming education, inclusive society, and inclusive work as indicators, and to develop a conceptual model for neurodiversity applicable both locally and globally. A content analysis was conducted on 33 studies related to inclusive practices in Saudi Arabia. Data were categorised into emergent themes to construct a conceptual model that encapsulates neurodiversity practices. The findings revealed eight categories representing neurodiversity practices: Teacher Preparedness and Training, Policy and Implementation, Inclusive Educational Practices, Assistive Technologies and Resources, Socio‐emotional and Health Support, Specialised Training and Professional Development, Student and Peer Perspectives, and Inclusive Infrastructure. The proposed conceptual model synthesises these categories, providing a structured depiction of neurodiversity practices in Saudi Arabia and offering a framework with international applicability. This study uncovers an implicit acknowledgment of neurodiversity and a foundational approach to inclusive practices within the Saudi Arabian context, parallel to global inclusive trends.

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Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs Through Enhanced Communication

Cited by 2 publications

References 55 publications

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices

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